Inventive Programs Help Teachers Meet Demands in High-Need Learning Areas

From the May 2006 Issue of InFocus

A graduating class from Portland State University's Bilingual Teacher Pathway Program. The program is designed for K-12 teachers.

Photo courtesy of Portland State University.

The demand for qualified teachers, particularly in the areas of math, science, and English as a Second Language (ESL) is acute in many school districts. The National Center for Education Statistics found that the number of teaching vacancies in public middle and high schools nationwide are steadily increasing—the highest percentage being in mathematics (70 percent) and in life sciences (61 percent). Already the United States' high school students trail their counterparts in other industrialized countries when it comes to math and science knowledge. Without good education in those subject areas, the concern is that there will be too few young people entering into professions involving math and science—professions that are central to the economy.

Another challenge relates to the need to assimilate the growing number of youth whose primary language is not English. Nationally, the number of students learning English as a second language in public schools increased from about two million students in 1993-94 to three million students in 1999-2000—and the trend continues. The good news is that higher education institutions are working to meet these key needs. By developing creative approaches through specialized programs, these institutions aim to increase the number and quality of graduates able to meet these high-need areas.

The University of California (UC) Irvine Extension is in the process of developing online courses to prepare math and science teachers for the California Subject Examinations for Teachers (CSET), the primary determination of subject competency for secondary education teachers. Made possible through donations by Boeing Company and The William and Flora Hewlett Foundation, the program will help increase the number of credentialed teachers in the state of California.

"We must increase the number of highly qualified science and math teachers in a way that is focused, cost efficient, and easily accessible for current and future teachers," says Morgan Appel, Director of Education Programs for University of California (UC) Irvine Extension.

Currently, Extension staff are reviewing existing online materials and compiling useable content for the program, while deconstructing the examination to align the content with what is covered in the CSET. "Within five to six months, we plan to begin pilot testing the prep courses in school districts with a shortage of math and science teachers. We have a dearth of qualifed math and science teachers in California, especially in underserved areas," says Appel.

UC Irvine plans to offer two types of courses, an open educational resource, in which the content and practice test is available to anyone online, free-of-charge. This model is designed for practitioners and students who need to brush up on a particular topic. The other model will be a reasonably priced instructor-led course, for the user who desires additional guidance.

Appel believes that once the program is active, enrollments will be "robust." His optimism stems from the uniqueness of the program. Existing test prep courses tend to be prohibitively expensive for teachers, whereas Extension courses will be either free or considerably less expensive and available anywhere there is access to the Web. Offering coursework online is appealing to teachers living in rural areas, perhaps miles away from a college campus. Also, the program is flexible. "The nice thing about these courses is that they are very malleable. The online format consists of component parts, which makes it easy to put material in or take it out," adds Appel. Initially, courses will focus on math and science, but Appel speculates that UC Irvine may explore language arts and social studies in the future.

Better Prepared Teachers

The English as a Second Language (ESL)/Bilingual Endorsement program at Portland State University, in Portland, Oregon, is a program designed for licensed K-12 teachers who want to become specialists in ESL. Enrollment in the 22-credit program ranges from 800 to 1,200 per term. Developed and certified by the Teachers Standards and Practices Commission (TSCP), the Endorsement program requires teachers to complete 19 credit hours of coursework and a 3-credit practicum and to pass a Praxis Exam.

Chris Cartwright, Program Specialist at PSU, has worked to develop an assessment process designed to continuously improve the university's programs, and in turn, create better prepared teachers. He determined that in some cases, simply passing an examination does not reveal enough helpful information for accurate assessment. He explains, "We found that out of the 15 competencies outlined in the licensure, the test barely covers 5 or 6. It's hard to test how well you engage multicultural students' parents, for example. It's more subjective in nature."

Cartwright uses surveys to better evaluate this particular coursework and find ways to make meaningful and positive changes to the program if necessary. "We aggregate data from multiple graduates from the program and determine where we are strong or where we need growth. If you do not gather evidence on a regular basis, you can miss things," he continues. "There could be holes somewhere else in the curriculum."

Results of students' surveys have led to a close analysis of the capstone experience, the fine-tuning of course evaluations, and the development of focus group sessions. "Faculty has said, 'I now understand how my individual course fits into a final product. And i am now going to teach differently, change my assignments'," says Cartwright. Teachers leave the program able not only to pass an external exam, but also amply qualified in a high-need subject area.